The Journal of College and University Student Housing - Volume 45, No. 3 - 11

MOST, IF NOT ALL, PLACES OF EMPLOYMENT offer some form of
training and/or development. In higher education, the level, frequency,
and understanding of training and development varies from office to
office and department to department. Training, strictly speaking, is
delivering information for the primary purpose of immediate performance enhancement whereas development is delivering information
for the primary purpose of personal enrichment that changes over time
(Aguinis & Kraiger, 2009). When employees are trained, their job performance should, theoretically, improve; however, this is not always the
case. Employees respond to training and development differently and
often times, employers train as they were trained. This can work for
some, but in a changing environment, it may no longer be effective in
a college or university setting.
What can be agreed upon is that Housing and Residence Life departments probably conduct more trainings than any other departments at
colleges or universities, with the exception of Law Enforcement. In some
cases, Housing and Residence Life departments may train upwards of
hundreds of employees every year. This creates environments and cultures where departments are responsible for transmitting knowledge
to multiple employees who are at different ages, professional levels,
experiences, developmental levels, and career paths (Aguinis & Kraiger,
2009; Martinez, 2013). How can departments ensure their trainings
are effective when the audiences are so varied?

Employees
respond to training
and development
differently and
often times,
employers train
as they were
trained. This can
work for some,
but in a changing
environment, it
may no longer
be effective in
a college or
university setting.

Along with these individual variables, students and professional
staff employees are trained on many topics including counseling,
stress, time management, policies, procedures, student conduct,
conflict resolution, risk management, budget, reporting, academics,
campus resources, etc. (Koch, 2016; Martinez, 2013). The sheer volume
of content lends itself to traditional lecture and breakout groups with
speakers, but evidence suggests that for effective training, lecture styles
do not provide the effective outcomes necessary for performance enhancement (Aguinis & Kraiger, 2009). One item lacking in professional training is assessment and an understanding as to whether or not the
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The Journal of College and University Student Housing - Volume 45, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 3

Contents
The Journal of College and University Student Housing - Volume 45, No. 3 - Intro
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover1
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The Journal of College and University Student Housing - Volume 45, No. 3 - Contents
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The Journal of College and University Student Housing - Volume 45, No. 3 - Cover3
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